| Summary: | Spatial reasoning is a gatekeeping skill for students. With it, the invisible
scales of the universe become objects of wonder and curiosity in your mind's eye.
Without it, students struggle to understand the mechanics of the natural world. Spatial
thinking is a key science practice, and the body of literature on spatial ability, spatial
learning and visuospatial skillsets is long and vast. There is however, little research on
the teacher's role in fostering spatial reasoning in the classroom. The purpose of
this holistic multicase study was to explore teacher perceptions about their own spatial
thinking and to explore how that reasoning connected to their instructional choices in the
earth science classroom. Criteria for inclusion as a case was to be a NY state certified
earth science teacher, engaged in either a hybrid or full time in person instruction in the
current school year. Each of the participants completed an initial interview and either a
second interview or extended email exchange. All participant information was considered
confidential and no demographic or geographic information is included in this study. Data
collection and analysis revealed a gap between what teachers know and understand about their
own spatial reasoning and what they actually teach in their classrooms. At present, the
shift to NGSS has teachers concerned about how their own professional practice will need to
change. This study demonstrates that teachers do teach with models, and do teach for spatial
understanding, at least most of the time. Teachers are eager to get students back into
classrooms and working together, and they are willing to learn more about the new standards
provided there is support and communication for them along the way.--Author's abstract
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